Relevant bibliographies by topics / Buddhism and education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Buddhism and education'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Buddhism and education"

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Phuyal, Shyam Prasad. "The Relevance of Buddhist Perspectives to Political Science Education." Tribhuvan University Journal 37, no. 02 (December 31, 2022): 142–55. http://dx.doi.org/10.3126/tuj.v37i02.51750.

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Buddhism aspires to impart truthfulness, beauty, morality, kindness, contentment, and enlightenment in its believers. Buddhism's primary teachings may also provide viewpoints for political science courses. The main objective of this paper is to identify human values and social values in modern society as the essence of Buddhist teachings that are significant in Political Science Education and modern civilization. As a review paper, this paper contains a comprehensive introduction to Buddhism, its basis, teaching methods, and educational approaches. The paper extensively uses secondary data in its methodology. The data were analyzed using the content analysis method, and the findings were discussed as the themes that emerged. Then, a contemplative conclusion on Buddhist teaching and its pedagogical components is included. The major implications of Buddhism for Political Science Education have been indicated. The conclusion is then that Buddhism provides such constructs for education as personal freedom, intelligence, wisdom, moral, talent, non-violence and the secular persons, and that it can be a significant source of the curricular contents for Political Science Education.
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Sablin, Ivan. "Official Buddhism in Russia’s Politics and Education - Religion, Indigeneity, and Patriotism in Buryatia." Entangled Religions 5 (November 26, 2018): 210–49. http://dx.doi.org/10.46586/er.v5.2018.210-249.

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Focusing on organized Buddhism in the Republic of Buryatia and analyzing the statements of Khambo Lama Damba Aiusheev of the Buddhist Traditional Sangha of Russia and the textbooks used for teaching religion in public schools, the article discusses the different aspects of the relations between religion and state as applied to Buddhism in contemporary Russia in general and Buryatia in particular. The imperial politics of diversity management and especially the legacies of confessional governance in the Russian Empire and the Soviet Union made the four “traditional religions”—Orthodox Christianity, Islam, Buddhism, and Judaism—an important part of “federal” nation-building. Despite the overall desecularization of the Russian state and the long history of relations between the state and organized Buddhism, the predominantly Buryat, centralized organization Buddhist Traditional Sangha of Russia did not assert its claim to represent all Russian Buddhists. State efforts to establish a system of four “traditional religions,” providing inter alia a spiritual foundation for Russian patriotism, also did not succeed. Buddhism remained decentralized in both administrative and semantic terms and did not lose its connections to the communities outside Russia. In Buryatia itself, Shamanism and Orthodox Christianity continuously challenged attempts to present Buddhism as the only Buryat “traditional religion.”
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Karniawan, Arya Whisnu, and Kartika Joswidjaja. "Analisis dan Implementasi Anupubbīkathā dalam Kurikulum Sekolah di Era Globalisasi." Jurnal Maitreyawira 2, no. 1 (April 28, 2021): 36–50. http://dx.doi.org/10.69607/jm.v2i1.36.

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ABSTRACT Entering the era of globalization makes the world like a small village. The current of globalization provides a lot of information, an example is the Buddhist education. Since Buddhism returned to Indonesia, Buddhist education has developed a lot. However, the current education of Buddhism is not sufficient, as evidenced by the number of children who claim to be Buddhists but their religious knowledge is minimal. This is very unfortunate, because this limitation means that the Buddha's Teachings cannot be described precisely so that it does not reveal the purpose of Buddhism itself. For this reason, it is necessary to have appropriate and gradual teaching methods, starting from easy to difficult material. That is why Buddhism must of course be studied in stages. This gradual teaching formula is known as Anupubbikatha. Through this research, we can see the discussion of Anupubbikatha according to the Pali Tipitaka to clarify the teachings of Buddhism in this era of globalization as well as contextually applicable solutions to be implemented in the Buddhist religious education curriculum. The limitations of this research are still based on the basic theories contained in the Pali Tipitaka and the implications of the sources. This research can be used as a reference and a foundation for further research to see the extent and how the implementation of this Anupubbikatha thematic in a teaching curriculum. The scope of this research is limited to studying the appropriate and gradual teaching materia ls of Buddhism based on the Pali Tipitaka, reviewing each of its points in detail, along with the solutions for its application so that it can be applied in the world of education.
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Rubiyati, Rubiyati, Yuri Kuswoyo, and Rapiadi Rapiadi. "Menuju Masyarakat Buddha yang inklusif melalui Orientasi Sejak Dini." Jurnal Maitreyawira 2, no. 1 (April 28, 2021): 30–35. http://dx.doi.org/10.69607/jm.v2i1.35.

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ABSTRACT Entering the era of globalization makes the world like a small village. The current of globalization provides a lot of information, an example is the Buddhist education. Since Buddhism returned to Indonesia, Buddhist education has developed a lot. However, the current education of Buddhism is not sufficient, as evidenced by the number of children who claim to be Buddhists but their religious knowledge is minimal. This is very unfortunate, because this limitation means that the Buddha's Teachings cannot be described precisely so that it does not reveal the purpose of Buddhism itself. For this reason, it is necessary to have appropriate and gradual teaching methods, starting from easy to difficult material. That is why Buddhism must of course be studied in stages. This gradual teaching formula is known as Anupubbikatha. Through this research, we can see the discussion of Anupubbikatha according to the Pali Tipitaka to clarify the teachings of Buddhism in this era of globalization as well as contextually applicable solutions to be implemented in the Buddhist religious education curriculum. The limitations of this research are still based on the basic theories contained in the Pali Tipitaka and the implications of the sources. This research can be used as a reference and a foundation for further research to see the extent and how the implementation of this Anupubbikatha thematic in a teaching curriculum. The scope of this research is limited to studying the appropriate and gradual teaching materia ls of Buddhism based on the Pali Tipitaka, reviewing each of its points in detail, along with the solutions for its application so that it can be applied in the world of education.
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Dang, Thi Dong. "The educational achievements of Vietnam under the Ly - Tran dynasties: Perspective from Buddhism as the state religion on basis of education of three teachings harmonious." Ministry of Science and Technology, Vietnam 63, no. 10 (October 25, 2021): 61–64. http://dx.doi.org/10.31276/vjst.63(10).61-64.

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Buddhism in the Ly - Tran dynasties played the role of the national religion in the relationship of the three religions (Buddhism, Confucianism, and Taoism), contributing to the development of Dai Viet education. Zen masters, laypeople, and Buddhists have made great contributions in helping leaders manage and orient appropriate policies for the country. This research affirmed that taking Buddhist education as the national religion is an exact policy of Vietnam’s education in the Ly - Tran dynasties. At the same time, the author analysed the achievements of education in the Ly - Tran dynasties in terms of building the education system, the policy on the selection and use of talents, and other outstanding achievements in social life.
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Wicahyah, Diah, Alvian Kisna Asyari, Dedi Irwanto, and LR Retno Susanti. "The Relationship between Buddhist education in Sriwijaya and Buddhist education in India." Ilomata International Journal of Social Science 3, no. 3 (July 31, 2022): 303–13. http://dx.doi.org/10.52728/ijss.v3i3.483.

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Development Buddhist education on the island of Sumatra, specifically in the Srivijaya Kingdom, began in the seventh century. At the time, there was a city big a Chinese Buddhist monk I'Tsing who came see that Buddhism was very developed in life Public Srivijaya as well as he said many activity students who come to Srivijaya for study. The purpose of writing this is to have a deeper understanding of the entwined relationship between the Srivijaya Kingdom and India, particularly in the sphere of education. This article will not only analyze the relationship between education and Buddhism in South Sumatra, but will also describe Buddhist education, the relationship that exists between Kingdom Srivijaya and other countries in numerous fields, and provide proofactual links of cooperation in the sphere of Buddhist education that were previously connected The introduction of Hindu-Buddhist culture to Indonesia had a significant impact, such as the beginning of the development of religion and culture imported from India. This method of research is used in article writing to gather knowledge and resources in the form of articles, journals, books, and ebooks. As a result of the research, more detailed information about the entry and development of Buddhism in South Sumatra, as well as the types of relationships and physical evidence, is available.
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Li, Yu-Chen. "Taiwanese Nuns and Education Issues in Contemporary Taiwan." Religions 13, no. 9 (September 13, 2022): 847. http://dx.doi.org/10.3390/rel13090847.

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In this article, I discuss the Buddhist educational profile of nuns in contemporary Taiwan by introducing the development of monastic education for women. Taiwanese women’s mass ordination created a Buddhist renaissance after postwar Taiwan, a national ordination system based on monastic discipline, as well as the revival of monastic education. Both ordination and monastic education are very strong institutional settings for women’s monastic identity. Its findings, firstly, shed light on how the increased opportunities for women’s education in Taiwanese Buddhism have continuously attracted young female university students. Secondly, these so-called scholarly nuns come to Buddhist academies as students and eventually become instructors. These scholarly nuns elevate the standards of their Buddhist academies and use their original academic specializations to expand the educational curriculum of their school. The role of scholarly nuns in contemporary Taiwan exemplifies that Buddhism provides educational resources for women, as educational resources enhance women’s engagement in Buddhism.
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Wu, Wei. "From Monks to Educators: Venerable Zongyue and Buddhist Charitable Educational Activities in Early Twentieth-Century Beijing." Religions 15, no. 7 (June 27, 2024): 779. http://dx.doi.org/10.3390/rel15070779.

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This article explores the charitable activities of Chinese Buddhists in Beijing in the first decades of the twentieth century, with a focus on Buddhists’ efforts in building schools and promoting modern education. Specifically, the activities led by Venerable Zongyue 宗月 (1880–1941) are examined, in his role spearheading various Buddhist charitable activities in Beijing, including building several schools for commoners (pingmin xuexiao 平民學校) in the 1920s. Zongyue also established a library and a Buddhist newspaper called Fobao Xunkan 佛寶旬刊 to promote ideas about philanthropy. In the late 1920s, inspired by Zongyue’s example, as well as under pressure from the government during the anti-superstition campaigns, many other temples in Beijing began building schools to offer educational opportunities to students. This article investigates the interactions between Buddhism, education, and the government. By examining the initiatives started by Zongyue and the role of Chinese Buddhists in promoting charitable educational activities and social change, this article sheds light on the broader impact of Buddhism on Chinese society in the early twentieth century.
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Hayashi, Makoto. "Four Buddhist Intellectuals in Late 19th Century in Japan." Numen 66, no. 2-3 (April 10, 2019): 185–206. http://dx.doi.org/10.1163/15685276-12341538.

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AbstractIn recent years, research on modern Buddhism, i.e., Buddhism from the Meiji Restoration (1868) onwards, has been flourishing in Japan. Drawing on existing scholarship, this paper attempts to elucidate the characteristics of the first stage of modern Japanese Buddhism. In the premodern period, Buddhist priests had been the only people able to articulate Buddhism. In the modern period, Buddhist intellectuals with Western academic knowledge re-articulated Buddhism, linking and negotiating between those inside and those outside the Japanese Buddhist world. I will focus on four Buddhist intellectuals and try to understand their involvement in politics, education, and public discourse, their resistance to the expansion of Christianity into the country, and their call for the institutional reform of Buddhism. These activities contributed significantly to the first stage of the development of modern Buddhism.
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Lee, Eunsu. "Preliminary Study on the Development of a Suicide Prevention Program: The Study of Perception and Current Status of Suicide Prevention in Won Buddhists." Korean Association for the Study of Religious Education 77 (June 30, 2024): 79–99. http://dx.doi.org/10.58601/kjre.2024.06.30.05.

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[Objective] The purpose of this study is for the presenting fundamental data under the understanding of present status and perception on the suicide prevention in the Won Buddhism, and under the analysis of the requiremants for a Won Buddhism suicide prevention education. [Contents] A Questionnaire about preception, level of common knowledge, competence, experience, intention and Won Buddhism dogma and experience, requirements for the suicide prevention education from 216 Won Buddhists has analyzed and the results are presented as percent data. [Conclusions] Based on the results of the study, a necessity and rationalle of development of the Won Buddhism suicide prevention education has satisfied. Furthermore, a fundamental data for developing Won Buddhism suicide prevention education has provided from the Won Buddhists.
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Dissertations / Theses on the topic "Buddhism and education"

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MacPherson, Sonia Seonaigh. "A path of learning, Indo-Tibetan Buddhism as education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ48656.pdf.

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Sonam, Tenzin, and Tenzin Sonam. "Buddhism at Crossroads: A Case Study of Six Tibetan Buddhist Monks Navigating the Intersection of Buddhist Theology and Western Science." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624305.

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Recent effort to teach Western science in the Tibetan Buddhist monasteries has drawn interest both within and outside the quarters of these monasteries. This novel and historic move of bringing Western science in a traditional monastic community began around year 2000 at the behest of His Holiness the Dalai Lama, the spiritual head of Tibetan Buddhism. Despite the novelty of this effort, the literature in science education about learners from non-Western communities suggests various "cognitive conflicts" experienced by these non-Western learners due to fundamental difference in the worldview of the two knowledge traditions. Hence, in this research focuses on how six Tibetan Buddhist monks were situating/reconciling the scientific concepts like the theory of evolution into their traditional Buddhist worldview. The monks who participated in this study were engaged in a further study science at a university in the U.S. for two years. Using case study approach, the participants were interviewed individually and in groups over the two-year period. The findings revealed that although the monks scored highly on their acceptance of evolution on the Measurement of Acceptance of Theory of Evolution (MATE) survey, however in the follow-up individual and focus group interviews, certain conflicts as well as agreement between the theory of evolution and their Buddhist beliefs were revealed. The monks experienced conflicts over concepts within evolution such as common ancestry, human evolution, and origin of life, and in reconciling the Buddhist and scientific notion of life. The conflicts were analyzed using the theory of collateral learning and was found that the monks engaged in different kinds of collateral learning, which is the degree of interaction and resolution of conflicting schemas. The different collateral learning of the monks was correlated to the concepts within evolution and has no correlation to the monks’ years in secular school, science learning or their proficiency of English language. This study has indicted that the Tibetan Buddhist monks also experience certain cognitive conflict when situating Western scientific concepts into their Buddhist worldview as suggested by research of science learners from other non-Western societies. By explicating how the monks make sense of scientific theories like the theory of evolution as an exemplar, I hope to inform the current effort to establish science education in the monastery to develop curricula that would result in meaningful science teaching and learning, and also sensitive to needs and the cultural survival of the monastics.
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Johansson, Caroline. "Den tvetydiga andligheten : En tematisk studie om otydligheten i begrepp som används i undervisningen om hinduism och buddhism." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144725.

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The study aims to investigate which kind of concept teachers at secondary level use in their education about the two religions, Buddhism and Hinduism. The study also aims to investigate if there is an ambiguity in the different concept and to see where teachers gather their information about the different concept. The study is inductive where written interviews have been used when collecting data. The results show that teachers use their textbooks available at their school to gather material. The results also show that there is a certain ambiguity in what kind of words that can be classified as concept. Words for buildings et cetera have been used by teachers as concept. The study also show that textbooks are different in their opinions about meaning of different concept and that concept used by teachers are not described in the mentioned textbooks.
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Shearer, Megan Marie. "Tibetan Buddhism and the environment: A case study of environmental sensitivity among Tibetan environmental professionals in Dharamsala, India." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2904.

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The purpose of this study was to investigate environmental sensitivity among environmental professionals in a culture that is assumed to hold an ecocentric perspective. Nine Tibetan Buddhist environmental professionals were surveyed in this study. Based on an Environmental Sensitivity Profile Insytrument, an environmental sensitivity profile for a Tibetan Buddhist environmental professional was created from the participants demographic and interview data. The most frequently defined vaqriables were environmental destruction/development, education and role models.
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Barnes, Britany Anne. "Educational Services for Tibetan Students with Disabilities in India: A Case Study." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4040.

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This case study describes services for students with disabilities at Karuna Home in Bylakuppe, Karnataka, India. Karuna Home is a residential rehabilitation center for students with cognitive or physical disabilities whose parents are Tibetan refugees. The study triangulated data from interviews, observations, and school documents to describe educational policies and procedures, and cultural attitudes toward disability. Results show that the Karuna Home program is undergirded by Buddhist thought and theology regarding care and concern for those in difficult circumstances. The school serves students with a range of mild to severe disabilities and is fully staffed, but teachers and other service providers generally lack training in assessment, curriculum, and instruction for students with disabilities. The most pressing needs were administrators' and teachers' lack of understanding about how to create data-based learning and behavioral objectives to meet students' individual needs, and how to monitor student progress.
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Thanissaro, Phra Nicholas. "Templegoing teens : the religiosity and identity of Buddhists growing up in Britain." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/78844/.

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A quantitative study explored the values profile of teen self-identifying Buddhists growing up in Britain and the degree to which religious affiliation, sex, age, social class and convert or heritage religious style linked with features of their Buddhist identity and values. A variety of attitude statements including those concerning personal well-being, psychological type, discrimination, the media, friends, work, school, Religious Education, family, substance use, collectivism, tradition and religion, were rated for levels of agreement using postal and online surveys of 417 self-identifying Buddhists aged between 13 and 20. Likely antecedents of Buddhist identity were found to include parenting style, spiritual teachers, temple training and ethos, shrines and religious practice in the home, collectivism, cleavage against assimilation and intuitive psychological type. Teen years saw a decline and relativising of Buddhist values except for inspiration towards engaged Buddhism and spending time in the monastic order. Likely consequences of Buddhist identity were found to include impact on lifestyle, commitments and personality. Being Buddhist and male was different from being Buddhist and female in that males were more extraverted and ordination-oriented in their faith aspirations and less concerned about their children growing up Buddhist. Lower class Buddhists were more likely to be collectivist and traditional. Middle class Buddhists were more vertical individualist and interested in a monastic vocation. In terms of religious style, heritage Buddhists were found to be more extrinsic and traditional in their religiosity than convert Buddhists for whom religiosity was more intrinsic and reform orientated. This dissertation offers quantitative evidence for individual differences between convert and heritage Buddhist styles of religiosity and commends emphasising religious practice rather than beliefs, scripture and spirituality when portraying Buddhism in school Religious Education.
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Salihovic, Esed. "Buddhismens många ansikten : En studie om hur buddhismen framställs i läroböcker." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-73770.

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The purpose of this study has been to examine how Buddhism has been presented and represented in textbooks for Religious Education in Upper secondary school between 2003 and 2013. Four textbooks have been used for the study, where two are linked to the new curriculum from 2011 and two are the older versions. By using comparative, narrative and visual text analyses the study examines how historical context, figures and Buddhism of today are represented in the textbooks. The study shows a shifting change in the textbooks. The study concludes that the textbooks that are linked to the new curriculum from 2011 have highlighted the role Buddha as a down-to-earth person, which is not the case in the older textbooks. Simultaneously, the new textbooks have chosen to focus more on teachings of Buddhism and to exclude the historical context to a certain degree, something that was dominant among the older textbooks.  Image analysis also shows a change between older and newer textbooks, where most of the pictures in older textbooks show a dim and closed environment for the viewer's eyes. The changes in the newer textbooks provide greater diversity in the presentation of Buddhism, where today's audience may enjoy not only an illustration of Buddhism but many varieties of Buddhism through the narrative and pictures.
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Pereira, Antonio Francisco Guerra. "Budismo e educaÃÃo: uma proposta de superaÃÃo aos desafios da sociedade pÃs-moderna." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=19409.

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nÃo hÃ
Esta pesquisa debruÃa-se sobre a temÃtica Budismo e EducaÃÃo no contexto da sociedade pÃs-moderna. Delimitou-se como objetivo principal investigar a contribuiÃÃo da educaÃÃo budista para a transformaÃÃo dos sujeitos. A abordagem do estudo à de carÃter qualitativo e utilizamos como procedimento metodolÃgico de investigaÃÃo uma revisÃo de literatura. Nossos interlocutores para o campo do Budismo foram, em especial, HUMPHREYS (1969), CONZE (1973) e NINA (2004); na Ãrea da educaÃÃo, ancoramos nosso trabalho nas ideias de ROHDEN (2005) e, no que se refere à pÃs-modernidade, fundamentamos teoricamente nosso estudo em BAUMAN (2001) e BERMAN (2007). Os resultados da pesquisa evidenciam a possibilidade de a educaÃÃo budista tornar-se uma resposta alternativa aos desafios da sociedade pÃs-moderna, considerando que esta doutrina oriental tem um carÃter compassivo, tolerante e pacifista. Conclui-se, atravÃs desta pesquisa, que a educaÃÃo budista à capaz de contribuir para a transformaÃÃo dos sujeitos, tornando-os agentes multiplicadores de uma Cultura de Paz.
This research focuses on the theme of Buddhism and Education in the context of postmodern society. The main objective was to investigate the contribution of Buddhist education to the transformation of subjects. The approach of the study is qualitative and we used as a methodological investigation procedure a literature review. Our interlocutors for the field of Buddhism were in particular HUMPHREYS (1969), CONZE (1973) and NINA (2004); in the area of education we anchored our work in the ideas of ROHDEN (2005) and with regard to postmodernity we theoretically based our study on BAUMAN (2001) and BERMAN (2007). The results of the research evidence the possibility that Buddhist education becomes an alternative response to the challenges of postmodern society, considering that this eastern doctrine has a compassionate, tolerant and pacifist character. It is concluded through this research that Buddhist education is capable of contributing to the transformation of subjects, making them multiplier agents of a Culture of Peace.
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Genetin, Victoria A. "Shifting Toward A Spiritualized Feminist Pedagogy: Gloria E. Anzaldúa And Thich Nhat Hanh in Dialogue." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343745275.

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Srimuang, P. "Teachers' and students' perceptions of meditation education and its contribution to the mental well-being of young people in secondary schools in Khonkaen Province, Thailand." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/359779/.

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Like all young people, Thai adolescents may experience mental health problems. The Thai secondary school system provides meditation education as part of the National Education Curriculum and as such may potentially play a pivotal role in promoting adolescent’s mental well-being. The aim of this study was: to explore (a) the provision of meditation for students in Thai secondary schools; and (b) teachers’ and students’ perceptions of meditation education and its role in promoting mental well-being of adolescents. A qualitative multiple case study design was employed. Purposive sampling was undertaken to select four schools (two urban, two rural) in the Khonkaen province. Informants were teachers and students who participated in the school based meditation courses. In total, 21 interviews with teachers and eight focus group interviews with adolescent students were conducted, and analysed using Framework approach. Cross-case analysis was undertaken to elicit differences and similarities between rural and urban schools, younger and older students and teachers and students. The results revealed compulsory meditation education was provided during Buddhism classes in both lower and upper school levels. Meditation was also integrated into other subjects to encourage students to practice meditation skills, increase students’ concentration and manage potentially unruly students. Extracurricular activities, not part of the National Education Curriculum, were also provided with the aim of improving students’ morality but provision varied across cases. In general, teachers and students, across all cases, had consistently similar perceptions on the meditation education provided. Meditation education was perceived to have a positive impact on students’ mental well-being, reduced stress, enhanced self-awareness, improved emotional control, enhanced decision making as well as improved interpersonal relationships. Negative aspects from prolonged practice such as physical discomfort or pain and boredom were identified. Recommendations for future research, including exploring the transferability of findings and teacher training needs, are reported.
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Books on the topic "Buddhism and education"

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Luvsandagvyn, Damdinsu̇rėn. Mongolyn ulamzhlalt Burkhany shashny zan u̇iliĭn surgan khu̇mu̇u̇zhu̇u̇lėkh nȯlȯȯ, ach kholbogdol. Ulaanbaatar khot: "Soèembo Printing", 2012.

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Gakkai, Nihon Bukkyō Kyōiku. Bukkyō-teki sekai no kyōiku ronri: Bukkyō to kyōiku no setten. Kyōto-shi: Hōzōkan, 2016.

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Paññāloka, Mīgoḍa. Śrī Laṅkāvē Bauddha adhyāpana sampradāya. Koḷaṃba: Ăs. Goḍagē saha Sahōdarayō, 2002.

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Keuffer, Josef. Buddhismus und Erziehung: Eine interkulturelle Studie zu Tibet aus erziehungswissenschaftlicher Sicht. Münster: Waxmann, 1991.

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Keuffer, Josef. Buddhismus und Erziehung: Eine interkulturelle Studie zu Tibet aus erziehungswissenschaftlicher Sicht. Münster: Waxmann, 1991.

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Budaeva, S. T︠S︡. Sistema obrazovanii︠a︡ v dat︠s︡anakh Vostochnogo Zabaĭkalʹi︠a︡ kak otrazhenie edinstva nravstvennykh norm buddizma. Chita: Poisk, 2002.

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Chang, I.-du. Sŏlpŏp pojŏn. Sŏul Tʻŭkpyŏlsi: Yunibŏsŭ, 1994.

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Saitō, Akitoshi. Bukkyō kyōiku, ningen no kenkyū. Tōkyō: Kobian Shobō, 2000.

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India) International Buddhist Conference (28th 2003 Buddh Gaya. The Buddhism and education: An obligation to the successors : the XXVIII International Buddhist conference December 8th & 9th 2003. Gaya: International Buddhist Brotherhood Association, 2004.

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Guptā, Rājeśa Candra. Bauddha darśana kā prācīna Bhāratīya śikshā paddhati para prabhāva: Vartamāna śikshā ke sandarbha meṃ isakī upādeyatā. Naī Dillī: Rādhā Pablikeśansa, 2010.

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Book chapters on the topic "Buddhism and education"

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Singh, Jaya. "Education (Buddhism)." In Encyclopedia of Scientific Dating Methods, 432–37. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-024-0852-2_208.

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Full, Gisella. "Education in Buddhism." In Encyclopedia of Sciences and Religions, 690. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_1584.

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Holt, James D. "Teaching Buddhism." In Religious Education in the Secondary School, 221–39. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003211617-11.

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Smith, Sue Erica. "Buddhism and Spiritual Education." In Buddhist Voices in School, 153–63. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-416-1_13.

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Kuah, Khun Eng. "Buddhism, Moral Education and Nation-Building." In Social Cultural Engineering and the Singaporean State, 27–42. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6971-0_3.

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Wade, Richard. "Bridging Christianity, Islam, and Buddhism with Virtue Ethics." In International Handbooks of Religion and Education, 313–24. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-1-4020-9260-2_19.

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Santiago, Marisol Mercado. "What Can Buddhism Offer to a Socially Just Engineering Education?" In Philosophy of Engineering and Technology, 85–109. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6350-0_5.

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Dukpa, Dawa, Suzanne Carrington, Sofia Mavropoulou, and Matthew J. Schuelka. "Exploring the congruence between Bhutanese teachers' views about inclusion, gross national happiness, and Buddhism." In Global Directions in Inclusive Education, 293–311. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003091950-20.

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Wu, Siu-Wai, and John Chi-Kin Lee. "Influence of Confucianism, Taoism, and Buddhism on Chinese life and moral education." In Life and Moral Education in Greater China, 218–34. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge series on life and values education: Routledge, 2021. http://dx.doi.org/10.4324/9780429324161-11.

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Starkey, Caroline, and Emma Tomalin. "Gender, Buddhism and Education: Dhamma and Social Transformation Within the Theravada Tradition." In Gender, Religion and Education in a Chaotic Postmodern World, 55–71. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5270-2_4.

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Conference papers on the topic "Buddhism and education"

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Qi, Zhanyi. "Tōdaiji: A State Appropriation of Buddhism." In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211220.277.

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Tang, Haiyun. "Zen Buddhism Origin of Wu Weiye." In Proceedings of the 3rd International Conference on Art Studies: Science, Experience, Education (ICASSEE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icassee-19.2019.127.

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Shi, Ying. "The Influence of Buddhism on Qigong’s Paintings." In Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.97.

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Meji, Hua'er, and Daoji Renqing. "The Buddha Nature Thoughts in Tibetan Buddhism." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.155.

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Dong, Xiangyong. "Analysis on the Characteristics of Buddhism Education and Its Enlightenment to Civic Moral Education." In 6th International Conference on Contemporary Education, Social Sciences and Humanities. (Philosophy of Being Human as the Core of Interdisciplinary Research) (ICCESSH 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210902.045.

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Nizhnikov, Sergei, and Le Thi Hong Phuong. "Specificity of Mahayana Buddhism in Vietnamese Intracultural Religious Communication." In 7th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.351.

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Zhang, Yi. "Buddhism Exchanges in Trans-Himalaya Region: Development and Recommendations." In Proceedings of the 2019 International Conference on Education Innovation and Economic Management (ICEIEM 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iceiem-19.2019.13.

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Chaiyadet, Mongkonrat, Pallop piriyasurawong, and Panita Wannapiroon. "Developing a Conceptual Framework for Ubiquitous Buddhism Learning Ecosystem." In ICSET 2021: 2021 5th International Conference on E-Society, E-Education and E-Technology. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3485768.3485781.

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Xia, Wenyi. "The Review of the Buddhism History and Culture in Kashgar." In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.251.

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Wang, Jinghui. "Lacquer Art and Buddhism: Cultural Trophallaxis and Their Aesthetic Commonality." In Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.22.

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